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Includes appendices. ; Includes bibliographical references and an index. ; Bibliography: p. [304]-305. ; Electronic reproduction. ; Mode of access: Internet. ; 44

A developmental review is a request for advice from experts and potential adopters of the book. Basically, we ask the reviewer to help us evaluate and shape the manuscript by telling us honestly and directly what's good about it and what's not so good.We commission three kinds of reviews.We occasionally ask well known scholars to serve as expert advisors, providing bibliographies, abstracts of articles, and outlines. They read draft chapters and then reread them. The point of their efforts is to help a nonexpert author gain expertise. Remuneration is generous by publishing standards: about $500 per chapter. The expert advisor can expect to have his or her name associated with the book when it's published. This kind of reviewing is relatively rare in political science.In another kind of expert review, we ask specialists to prepare outlines and provide bibliographies and do one careful reading. The fee is usually $250 per chapter.

Introduction -- Section I: Scholarship of Teaching and Learning and Pedagogical Research -- Chapter 1: Teaching Philosophy and Teaching Philosophies: Developing a Pedagogical Identity as an Early Career Instructor -- Chapter 2: Research while Teaching: A Reflection -- Chapter 3: Amplifying Student Investment in the Political Science Classroom with Reflective Assignments -- Chapter 4: Engaging Students' Lived Experience as a Research and Pedagogical Tool -- Chapter 5: Collaboration and Independent Study: Working with Undergraduate Students to Design, Implement, and Assess a Simulation -- Chapter 6: Learning Human Rights through Games -- Chapter 7: "I'm Gonna Make Them an Offer They Can't Refuse": Teaching Politics and Mafia through a Role Play to Improve Student Learning and Understanding -- Section II: Writing Textbooks -- Chapter 8: Writing a Textbook is Good for You -- Chapter 9: Taking Innovative Teaching to the Next Level – Writing and Publishing Instructional Materials and Textbooks -- Section III: Conducting Research with Students -- Chapter 10: The Many Rewards (and a Few Pitfalls) of Doing Research with Students -- Chapter 11: A Guide to Balancing Teaching, Research and Service at a Comprehensive University by Engaging Undergraduates in Political Science Research -- Chapter 12: How to Hire Student Researchers, Find Funds to Pay Them and Advance Your Scholarship All While Teaching Way Too Much -- Chapter 13: Empowering Undergraduate Women Researchers Through Mentorship and Care -- Chapter 14: Early Challenges and Successes from Adapting the Laboratory Model to Undergraduate Teaching Institutions -- Chapter 15: Teamwork makes the (Research) Dream Work: Lessons in Working with a Student Research Team -- Chapter 15: Teamwork makes the (Research) Dream Work: Lessons in Working with a Student Research Team -- Chapter 16: Making Contingency Work: Conducting Student-Engaging Research Off the Tenure Track.-Chapter 17: Research-oriented Teaching in Political Science: Emphasizing Science in the Name of Our Profession -- Chapter 18: Partnering with Graduate Students on Policy Research and Practice -- Chapter 19: Graduate Students and Learning the Publishing Game -- Section IV: Research with Students: Experiential Learning and Civic Engagement -- Chapter 20: Combining Project-Based Learning and Service Learning in Teaching Global Issues -- Chapter 21: Unlocking Hidden Connections: Synergizing Scholarship and Student Engagement.-Chapter 22: Using Election Exit Polls to Teach Students about Public Opinion Research and Sustain a Scholarly Agenda -- Chapter 23: Why Iowa? An Experiential Approach to Teaching Presidential Nominations.-Chapter 24: Enhancing Teaching and Research Outcomes through Community Engagement -- Chapter 25: Creating the Ties that Bind: Weaving Undergraduate Research into Your Career Success -- Chapter 26: Community is Key: How Working Across Interdisciplinary Divides Can Improve Teaching, Research, and Service -- Section V: Embedding Research in Teaching and Generating Research Ideas from Teaching -- Chapter 27: Smart Teachers: Identifying Teaching Moments in Research -- Chapter 28: Remaining Research-Active at Teaching-Intensive Universities -- Chapter 29: Using Review Sessions to Jump Start Research Projects in Methods Coursework -- Chapter 30: Doing Political Theory in the Classroom -- Chapter 31: Teaching Food Security to Fed Students: Using Images to Promote Engagement.-Chapter 32: Knowledge Production and Student Learning in Political Science: Bhutan and the Politics of Happiness -- Chapter 33: The Evolution of a Senior Capstone Project -- 34. Conclusion.

The aim of this article is to review the development of political science, as an academic discipline, in Mongolia. The article is composed of the following parts: The first part provides an overview of Mongolia's de jure recognition as an Inner Asian "buffer state" in the early Cold War era. The second part describes the Communist ideological disciplines (such as scientific socialism) that were used to study politics and political systems in Mongolia during the Cold War era. The third part presents the process of democratization in post-1990 Mongolia, and its impact on the development of political science. The fourth part examines the focus points of contemporary Mongolian political science, presents the profiles of pioneering scholars, and describes the institutional changes, academic departments, professional associations, and doctoral degree councils in this field. Finally, the fifth part introduces the currently active Mongolian political scientists, their social environment, and their research fields. The conclusion of the article examines the prospects of political science development in Mongolia.

Of all the "tribes" that together constitute academic political science, this brief essay considers two. I hope to show that we can learn much about the sociology of academic political science by (artificially) limiting discussion to these two.